Reporting Process
Reporting on student progress takes place continually. In addition to providing valuable feedback to students, a schedule of regular reports, as outlined below, ensures that parents remain informed about student progress. Teachers also contact parents by email or telephone to report on student achievement or to inform parents of changes in student progress.
Summary of reporting timeline:
• Interim Report - September
This is a short report, which provides information on work habits and effort for each subject. Parent Teacher Conferences will be scheduled shortly after the distribution of these reports.
• Mid-year and end of year reports – January and June
These are extensive reports that include levels of achievement for each of the subject criteria as well as an overall grade for the subject. This overall grade is based on the IB’s 1 – 7 grading scale (see below). Teachers also report on student progress in terms of key approaches to learning skills. Comprehensive comments are included for each subject. These reports also include a student self-assessment based on the International Baccalaureate’s Learner Profile. Reflection encourages students to celebrate their successes and to identify areas for development.
• MOCK Examination Report – March
Grade 12s receive a report in March based on their performance during the MOCK Examinations. This is followed by a Parent-Teacher conference to discuss strategies for addressing the challenges students may face in the May Examinations.
• Interim Report – March
This is a short report for Grades 9 - 11, which provides information on student achievement and progress since January. Parent Teacher Conferences for Grades 10 and 11 will be scheduled shortly after the distribution of these reports.
• Student-led Conferences – April
All students in Grades 9 participate in a Student-Led Conference in April. During this conference, students present their interdisciplinary portfolios to their parents or other significant care-giver. As part of the conference, students are required to reflect in depth on their learning and make connections between the subjects and the Areas of Interaction.
EAP REPORTS
Students who participate in the EAP program are assessed in all subject areas, as well as in terms of WAB’s Language Proficiency Scale. Detailed EAP reports are provided with the January and June reports.
LEARNING SUPPORT CENTER REPORTS
Students whose learning needs are addressed by the Learning Support Center receive differing levels of teacher support in a range of curriculum areas depending on their needs. They are assessed in all subject areas. If students have undertaken a modified program, this has been indicated in the teacher’s comment. Detailed LSC report are provided with the January and June reports.
THE INTERNATIONAL BACCALAUREATE 1 – 7 GRADING SCALE
In the January and June achievement reports, students receive an overall level of achievement based on the following 1 – 7 scale produced by the IB.
| Grade |
Descriptor |
| Grade 1 (Very Poor) |
Minimal achievement in terms of the objectives. |
| Grade 2 (Poor) |
Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills, and is unable to apply them fully in normal situations, even with support. |
| Grade 3 (Mediocre) |
Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support. |
| Grade 4 (Satisfactory) |
A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation. |
| Grade 5 (Good) |
A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight. |
| Grade 6 (Very Good) |
A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student generally demonstrates originality and insight. |
| Grade 7 (Excellent) |
A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. There is consistent evidence of analysis, synthesis and evaluation where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality. |
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